CIES 2018 Presentation, given by Jessica Mejia. In order to understand how literacy programs differ with respect to the amount of scripting in teachers’ guides, we studied teachers’ guide documents from 19 projects in 13 countries. We present the quantitative differences in the level of scripting in these projects. In addition, we selected four countries that had substantial differences in the level and type of scripting in their teachers’ guides. We observed classrooms in those contexts to determine what type of modifications teachers made to the lesson plan as written in the teachers’ guides. We also interviewed the teachers and asked them to describe the reasons for their modifications to the teachers’ guides.